Decoding Dyslexia Arizona

Dyslexia Changemaker Spotlight: Caroline Karcher

7/28/2016

This is the first guest blog in our "Changemaker Spotlight" series. The author, Caroline Karcher, shares the steps she has taken to improve outcomes for students with dyslexia in her school district.

Have you taken steps to advocate for students with dyslexia in your community? Tell us how! Contact us and we will consider your story for our series.

By Caroline Karcher, Arizona Parent

Like a lot of parents of children with dyslexia, I read a lot of resources to help keep myself informed on things that happen in our community. A few times, I have really wanted to do something to help not only my child but also the other kids in my school district. I have felt pretty helpless at times seeing the lack of communication between parents and their schools. I’ve wanted to help be a voice for everyone, but never really knew what I could do other than work with my son’s IEP team and pay for a private tutor. I noticed that as a community, this is the status quo for most of us; once we get a great tutor and help at the school, we stop pushing for more things to help other people that are in our same situation.

I noticed a blog entry on Facebook a few months back about a school district in Virginia, and how they are forming a task force of parents and teachers in order to help develop a plan that would help better serve dyslexic kids. It seemed like a really good meeting of the minds. I decided I would set up a meeting with my district’s special education director to see if he would be receptive to forming a task force. I called around to a few parents I knew who have been active locally in the dyslexia community, and I found out that another district here was doing something similar, which gave me more confidence.

During my first meeting with my district, I showed the director what the Arlington, Virginia Public Schools were doing, what the other district near us was doing, and some information about early intervention. Our meeting went very well. I was delighted to learn that our district has various parent committees that work on goals the district sets. The district is passing on the information I shared to the existing parent committee to help with one of the goals in the area of special education. We also spoke about why teachers need training so that they can identify dyslexic kids earlier. I offered contact information for dyslexia in-service training for the teachers. We are in the process of setting this training up for this year.

I never would have thought that one meeting could have so many positive outcomes for my district! It’s made me realize that our voices as parent advocates are really important in getting vital information to our districts. I never would have known about my district’s committees or plans in special education if I had not had that meeting. The teachers would not be getting dyslexia training if I hadn’t stepped forward, either. Small changes can start adding up to big impacts.

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Is Arizona abandoning special education?

4/13/2016

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We learned recently that Angela Denning, the head of Exceptional Student Services at the Arizona Department of Education for the past eight years, left the ADE in December, 2015. She's now the head of special education for Colorado public schools.

Ms. Denning's departure represents a significant loss not only of institutional expertise, but of expertise in special education. In addition to her eight years as the state leader of special education, Ms. Denning had been a trained, certified special education teacher in the Kyrene School District for over 12 years, serving also as a literacy specialist during four of those years. So what's happening at the ADE without her?

It appears that Arizona Superintendent of Public Instruction Diane Douglas has no intention of filling Ms. Denning's position. Indeed, if you look at the organizational chart of the ADE, Ms. Denning's position is still listed as "vacant."

Perhaps Ms. Denning's duties are being assumed by Robin Kauakahi, the Associate Superintendent of "Highly Effective Schools" who was appointed in September 2015, with responsibility for Title I and special education students. But, respectfully, Ms. Kauakahi's background and experience do not even come close to approaching those of Ms. Denning when it comes to students with disabilities. (According to an ADE press release announcing her appointment, Ms. Kauakahi had been the director of a "bi-cultural public charter school specializing in children with exceptional needs and Tohono O’odham youth and Native students" and had "several jobs directed at serving tribal students and students with special needs.")

As if losing Ms. Denning were not enough of a blow, Superintendent Douglas decided to abandon one of the most important projects Ms. Denning had been working on -- an overhaul of the long-outdated and convoluted rules that govern special education statewide. In February 2016, a letter was posted on the ADE website announcing that the work of the Special Education Rules Committee -- a group consisting of education stakeholders throughout the state, including parents -- was no longer "part of the priorities" of the new Superintendent.

The saddest part about this for the dyslexia community is that the committee was about to begin working on a comprehensive "guidance" document to help schools understand how to identify students with "Specific Learning Disbilities" ("SLD") -- which include dyslexia -- under the IDEA. As any parent of a child with dyslexia in Arizona public schools knows, schools rarely identify students with SLD early enough to provide effective intervention by the end of the critical third grade year. Many times, students are never identified, or identified far too late.

The timing of the abandonment by the ADE of its effort to issue guidance about how to identify students with dyslexia (and other learning disabilities) is nothing if not ironic. For the first time ever this fall, third grade students with unidentified reading disabilities/dyslexia face possible retention under the Move on When Reading law. Moreover, a recent audit has shown a lack of accountability over how schools are spending the dedicated MOWR funds, further jeopardizing students' potential.

We understand the value our state leaders place on "local control," but the reality is that many local school districts and charters lack the personnel, resources and training to understand how to implement extremely complex, federal disability and civil rights laws (i.e. IDEA, Sec. 504, Title II/ADA). They need the guidance of highly trained experts, especially when it comes to the methods for identifying students with learning disabilities, including dyslexia.

Failing to appoint state leaders with expertise in special education and refusing to issue desperately needed guidance does not promote more local control. What it promotes instead is local abandonment -- of some of our state's most vulnerable children.

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AZ Merit and third grade retention concerns

3/25/2016

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On Monday, March 28, 2016, Arizona students will begin to take the AZ Merit standardized test. We’ve received a number of inquiries recently from parents of struggling readers who are concerned that their children may be retained (held back) in third grade based on their AZ Merit reading scores.

Here are some common questions and our responses.

1. What does Arizona’s Move on When Reading law say about third grade retention?

The exact language says that a pupil can be retained if he or she “obtains a score on the reading portion of the Arizona instrument to measure standards test, or a successor test, that demonstrates that the pupil's reading falls far below the third grade level or the equivalent as established by the board.”

2. Are there any exceptions?

Yes. There is one exception for English language learners, and another related to certain categories of students with disabilities.

3. What does the exception for students with disabilities say?

The exception related to students with disabilities allows for promotion of a student who:

“…is in the process of a special education referral or evaluation for placement in special education or a pupil who has been diagnosed as having a significant reading impairment, including dyslexia or a pupil who is a child with a disability as defined in section 15-761 if the pupil's individualized education program team and the pupil's parent or guardian agree that promotion is appropriate based on the pupil's individualized education program.”

4. So who, exactly, is eligible for this exception?

The following students are eligible for the disability exception to the grade retention requirement of Move on When Reading:

A student who is in the “process of a special education referral or evaluation for placement in special education”
A student who has been diagnosed as having a significant reading impairment
A student who has been diagnosed as having dyslexia
A student who has any other disability, if that student has an IEP and the IEP team and the parents agree that “promotion is appropriate”

5. How does the law define “dyslexia”?

The law defines dyslexia as “a brain-based learning difference that impairs a person's ability to read and spell, that is independent of intelligence and that typically causes a person to read at levels lower than expected.”

6. My child has a 504 plan for dyslexia. Is he/she eligible for an exception?

Yes, assuming you can show that your child has been diagnosed with a significant reading impairment or dyslexia.

7. My child doesn’t have an IEP or a Section 504 plan, but I suspect he/she may have dyslexia or some other significant reading impairment. I cannot afford to get a private evaluation. Can my child still be retained?

It depends. If you suspect your child has a disability, including a reading disability, you have a legal right to request an evaluation for special education under the federal Individuals with Disabilities Education Act (“IDEA”). If you request an evaluation, your child could be promoted based on the exception for those “in the process of a special education referral or evaluation for placement in special education.”

For further information about how to request a special education evaluation, please refer to pages 11-12 of the self-advocacy guide provided by the Arizona Center for Disability Law.

8. Can I use a private evaluation that shows my child has a significant reading impairment or dyslexia to demonstrate that my child is eligible for the exception to third grade retention?

Yes.

9. When should I talk to my child’s school about my concerns about third grade retention?

The timing of your discussions with your school is a matter entirely within your discretion. If you or your child is worried or concerned about the possibility of grade retention, it may give you peace of mind to discuss the situation with the school (or the IEP team, if applicable) sooner rather than later.

We hope this post has provided the clarification you need.

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Arizona kids create traveling exhibit to raise dyslexia awareness

2/25/2016

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A small group of Arizona parents whose children have dyslexia is finally seeing their dream of a traveling children's art exhibit become a reality. The families worked for well over a year with art teachers and other volunteers to develop their vision for the project, create the featured artwork, and assemble informational materials about dyslexia for an accompanying display.

The exhibit made its debut last October in honor of Dyslexia Awareness Month at the historic Burton Barr library as profiled here by Channel 12 news. Next week, it moves for the first time to the historic Roosevelt Row Arts District in downtown Phoenix.

Members of the public are invited to stop by to meet some of the parents and their young artists and learn more about dyslexia on Friday, March 4 from 6-9 pm and Saturday, March 19, from 1-4 pm. The address is 818 N. 1st Street, Phoenix, Arizona 85004.

When the exhibit isn't on the road, it will make its permanent home at the historic library where it began, in the children's book section.

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The Elephant in the Classroom

9/15/2015

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Responding to the concerns of parents from across the United States that the word "dyslexia" is not being allowed into the IEP process, a coalition of disability groups recently sent a request to the U.S. Department of Education asking for guidance to be issued on the subject. Several members of Congress sent a similar request. In response, educator and school groups followed up with a letter expressing concerns about use of the word "dyslexia."

As parents, we believe use of the word "dyslexia" in public schools helps steer discussions toward timely identification of our children, as well as toward appropriate interventions and accommodations. For those reasons, Decoding Dyslexia groups in every state in the country recently sent a joint letter asking the U.S. Department of Education to clarify that the word "dyslexia" may be used in IEP meetings and related documents.

The following is an excerpt from the parent letter:

Our concerns

As parents, we are often told that dyslexia is “not recognized by school districts,” “is just an umbrella term,” “does not exist," "is a medical issue,” or “is not something schools are required to diagnose or address." We are also told in IEP meetings that schools are "not required to put the term dyslexia in IEPs.” In many cases, we are even told after years of failed efforts at reading instruction, that we may not discuss or include “specific methodologies" in an IEP to address our children's reading struggles.

Rather, more often than not, our children receive only the broad classification of "Specific Learning Disability" or, at best, “Specific Learning Disability in Reading” and are placed in general resource rooms with students who have different issues and needs. Some of these students with different needs may even fall under the same Specific Learning Disability “umbrella,” while others may have disabilities that fall within entirely different IDEA disability categories.   Our children with dyslexia then receive interventions that are neither peer-reviewed nor targeted to their specific, individual challenges.

For example, a student with good word decoding skills who struggles to comprehend the meaning of print material may have markedly different learning needs from a student who struggles to comprehend print material because of a weakness in decoding. Both may have the same "Specific Learning Disability" or even "Specific Learning Disability - Reading" label, but their needs are entirely different. The result is an unnecessary and often indefinite delay in the identification and use of effective "specially designed instruction" and interventions students need and to which they are entitled as part of an appropriate education.

Use of the term “dyslexia” is consistent with the language and intent of the IDEA

The term “dyslexia” is explicitly included in the IDEA as an example of a “specific learning disability." Accordingly, the use of the term need not, should not, and will not affect faithful application of the individualized determinations the IDEA requires. The statutory and regulatory provisions of the IDEA would remain unchanged.

Dyslexia is not a "medical" condition.   Indeed, there are currently no medical procedures available to diagnose or treat dyslexia. Rather, it is a statutorily-provided example of a “Specific Learning Disability,” one which can be identified by appropriately trained school personnel charged with conducting psycho-educational evaluations to determine eligibility for special education services.

Conclusion

The use of the term "dyslexia" in an IEP is necessary, because it would permit parents, students, educators, and experts to “speak the same language.” These key players could then move quickly toward discussing peer-reviewed research and methodologies that address difficulties with phonological processing, word identification, fluency, decoding, and spelling skills. Use of the term “dyslexia" would provide a compass – not a directive – toward specialized instruction and services to remediate and accommodate identified, individual difficulties.

In light of the concerns we have articulated, those expressed in the CCD letter, and the alarming statistics related to the rate of reading failure throughout the country, the Department’s leadership on this issue is critical.   We respectfully request that you issue guidance stating that the term “dyslexia” may be included in an IEP to help ensure that schools provide an appropriate education to students with dyslexia in a timely manner.

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#SayDyslexia

9/13/2015

6 Comments

Our concerns

As parents, we are often told that dyslexia is “not recognized by school districts,” “is just an umbrella term,” “does not exist," "is a medical issue,” or “is not something schools are required to diagnose or address." We are also told in IEP meetings that schools are "not required to put the term dyslexia in IEPs.” In many cases, we are even told after years of failed efforts at reading instruction, that we may not discuss or include “specific methodologies" in an IEP to address our children's reading struggles.

Rather, more often than not, our children receive only the broad classification of "Specific Learning Disability" or, at best, “Specific Learning Disability in Reading” and are placed in general resource rooms with students who have different issues and needs. Some of these students with different needs may even fall under the same Specific Learning Disability “umbrella,” while others may have disabilities that fall within entirely different IDEA disability categories.   Our children with dyslexia then receive interventions that are neither peer-reviewed nor targeted to their specific, individual challenges.

For example, a student with good word decoding skills who struggles to comprehend the meaning of print material may have markedly different learning needs from a student who struggles to comprehend print material because of a weakness in decoding. Both may have the same "Specific Learning Disability" or even "Specific Learning Disability - Reading" label, but their needs are entirely different. The result is an unnecessary and often indefinite delay in the identification and use of effective "specially designed instruction" and interventions students need and to which they are entitled as part of an appropriate education.

Use of the term “dyslexia” is consistent with the language and intent of the IDEA

The term “dyslexia” is explicitly included in the IDEA as an example of a “specific learning disability." Accordingly, the use of the term need not, should not, and will not affect faithful application of the individualized determinations the IDEA requires. The statutory and regulatory provisions of the IDEA would remain unchanged.

Dyslexia is not a "medical" condition.   Indeed, there are currently no medical procedures available to diagnose or treat dyslexia. Rather, it is a statutorily-provided example of a “Specific Learning Disability,” one which can be identified by appropriately trained school personnel charged with conducting psycho-educational evaluations to determine eligibility for special education services.

Conclusion

The use of the term "dyslexia" in an IEP is necessary, because it would permit parents, students, educators, and experts to “speak the same language.” These key players could then move quickly toward discussing peer-reviewed research and methodologies that address difficulties with phonological processing, word identification, fluency, decoding, and spelling skills. Use of the term “dyslexia" would provide a compass – not a directive – toward specialized instruction and services to remediate and accommodate identified, individual difficulties.

In light of the concerns we have articulated, those expressed in the CCD letter, and the alarming statistics related to the rate of reading failure throughout the country, the Department’s leadership on this issue is critical.   We respectfully request that you issue guidance stating that the term “dyslexia” may be included in an IEP to help ensure that schools provide an appropriate education to students with dyslexia in a timely manner.

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I think my child might have dyslexia; where do I start?

9/8/2015

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Thanks to public awareness campaigns and activism over the last few years, more and more people are becoming familiar with the term "dyslexia." This is especially true here in Arizona, where -- for the first time ever -- a definition of "dyslexia" was just added to our state education code.

So when parents notice their kids are having trouble learning to read, many of us, with a simple internet search, can figure out whether our kids are showing some "red flags." If you've seen red flags and want to find out whether your child may have dyslexia, here's what we suggest.

For those with extra money or great health insurance

If money is absolutely no object, consider getting a comprehensive neuropsychological evaluation from a private neuropsychologist who works with children. The cost varies depending upon how much testing is needed, where you live, and other factors, but it's not uncommon for these to cost a few thousand dollars. Don't just choose anyone, though. Talk to others in your community and figure out who really understands dyslexia. There are many talented "neuropsychs" but that doesn't mean they all "get" dyslexia.

Some insurance companies cover neuropsychological evaluations. Check your policy, and then see if someone good in your community is contracted with your insurance. If you're located near a major children's hospital, you might be able to find someone really good there and get it covered. The down side is that there are often very long waiting lists to get in, so you might have to wait several months.

For everyone else

If you're not rolling in dough and can't use insurance, do not give up! You can get an equally good evaluation at no cost to you through the public school system, but it just might take a little longer and require some perseverance. Here are the steps to follow:

1. Request an evaluation

You are entitled to a free evaluation no matter where your child goes to school -- whether it's a public, private, or charter school, or you home school. The tricky part is to figure out who's responsible for doing the evaluation so you send the request to the right place. The gist is this:

If your child is in public school, send the request to the school principal, and copy the head of special education for your school district.
If you home school, send the request to the public school your child is zoned to attend.
If your child attends private school, start by calling the school your child is zoned to attend if he/she went to public school and explain your situation. They should tell you where to send your request.
If your child goes to a charter school, send the request to the head of the charter school and copy the director of special education for your state.

For those in Arizona, a great resource for model letters requesting an evaluation (as well as answers to many other important questions about your rights) is a self-advocacy guide published by the Arizona Center for Disability Law.

2. Do NOT take "no" for answer!

Sometimes parents get some push back when they request an evaluation through the public school system. Do not fall for these common excuses:

We do not "recognize" dyslexia -- that's a "medical issue."
We will not conduct an evaluation because your child is not failing.
We will not conduct an evaluation because your child hasn't completed certain intervention programs we're trying.
We will not conduct an evaluation, because your child is in a gifted program.
We will not conduct an evaluation for special education, because all your child needs is a "504 plan" so she can get "accommodations."

If the school outright refuses to conduct the evaluation, you need to get in writing the reasons why they are refusing. The way you ask for this is by saying you want "Prior Written Notice." When they realize they have to put their reasons in writing, many times schools take a closer look and realize they should conduct the evaluation. If you do actually receive "prior written notice," consider finding an advocate or an attorney to discuss possible next steps.

3. Make sure the evaluation is complete.

The law says schools must evaluate in all areas of suspected disability. This means schools must test for dyslexia if you have reason to suspect it. They may refuse to use the term "dyslexia." They may say they will only test for a "Specific Learning Disability" in reading, but that's okay. Don't get into a fight about the word. Just make sure they test all the areas that are necessary to determine if a child actually has dyslexia. Here is a list of what a good dyslexia evaluation ought to include, according to the Dyslexia Training Institute:

Phonological Processing
Oral Reading
Silent Reading
Single word reading
Processing speed/rapid naming
Spelling
Vocabulary
Writing sample
Evidence of cognitive ability
Review of school records
Thorough review of family and school history

If you disagree for any reason with the report you receive after the evaluation is complete, request an "IEE" -- an Independent Educational Evaluation. This is basically a private evaluation that is paid for by the school district. You are entitled to this if you disagree with the evaluation, or if you feel it is incomplete. The self-advocacy guide walks you through the steps for doing this (pp. 97-98).

4. Determine whether your child is "eligible" for special education

Request a copy of the "criteria" the school district or charter school uses for determining whether a child has a "Specific Learning Disability." You don't need the federal criteria -- you can find that here. But the federal rules required states to adopt their own, additional criteria, and you need to find out what that is for your state. Here in Arizona, the state decided to allow local school districts to adopt their own criteria, so it's quite possible a child could be found eligible in one district but not in another! Be persistent about getting this if for no other reason than to let your school know that you are going to pay close attention!

If you are told your child is not eligible for special education, ask the school to explain why in writing ("Prior Written Notice"), and then consider how you want to proceed.

5. My child is "eligible." Now what?

That needs to be the subject of another blog, or perhaps a book!

Very generally speaking, for those who attend public or charter schools, your child can receive special education in school. If your child attends private school, or if you home school, you may be entitled to some limited support from the public school system, but not nearly as much as if your child attends a public or charter school. You may want to begin researching tutoring programs in your community, or programs that help you teach your own child. Use your new dyslexia evaluation as a road map for determining what types of interventions your child needs to make progress.

Most of all, if you confirm your child has dyslexia, do not despair! Grieve a bit, for sure -- your child has some challenges ahead, and so do you. But you are not alone. Dyslexia is said to affect nearly 1 in 5 children. We are many, so join our community. Together, we celebrate our children's strengths and support one another in navigating the more difficult parts of this journey.

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Dyslexia and Other Challenges Facing our Public Schools

7/24/2015

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As our kids prepare to head back to school, it's a natural time for us to take stock of where Decoding Dyslexia Arizona is right now, and where we're heading. The campaign toward passage of SB 1461 was a tremendous, community-wide effort with gratifying results. But as anyone familiar with the struggles our kids with dyslexia face, our work is far from complete. Many students' reading challenges remain unidentified, and most are not receiving early or appropriate interventions. Parents' frustration levels continue to rise as they watch their children flounder, year after year.

Where are we now?

Decoding Dyslexia Arizona began with five goals, and we're delighted that passage of SB 1461 resulted in our achieving the first one: "a universal definition and understanding of 'dyslexia' in the state education code." We hope this provision will support parents who are told that our public schools do not "recognize" dyslexia.

We've also taken a small step toward the second goal -- "mandatory teacher training on dyslexia, its warning signs and appropriate intervention strategies." Although SB 1461 does not make teacher training mandatory, it does provide incentives in the form of professional development credit for teachers who choose to learn more about dyslexia.

And although it was not one of our original goals, we were successful in changing the law so that third graders with a diagnosis of dyslexia who perform poorly on the statewide, annual reading test cannot be held back. We felt this was an important interim step to protect children (who had not received appropriate intervention) from the stigma of grade retention.

Unfortunately, we were unable to get any further. You may be aware that the version of SB 1461 that was initially introduced would have included mandatory dyslexia screening and remediation programs across the state. As the 2015 legislative session began to unfold, however, it became clear that a bill of this nature would not have enough political support to pass. Under the circumstances, we scaled back our efforts in the hope that slow progress would be better than no progress at all.

What's next?

Having taken these baby steps, the obvious question is, what do we do now? Before discussing where we're heading, it's important to take a look at the context in which the dyslexia community finds itself.

At the state policy level, Superintendent Diane Douglas, the elected head of the Arizona Department of Education, is the target of a recall effort. She's also engaged in a legal battle to exert control over the chief of staff of the Arizona State Board of Education, causing tension throughout the ADE and possibly with Governor Ducey and his office. Who's actually in charge of education in our state is really anyone's guess. Thrown into this apparent leadership void is an overall preference among policymakers for "local control" of education and a resistance to "top down" and "prescriptive" rules and policies.

Economically, there is also a widespread belief among supporters of public schools that the Governor's 2015 education budget, which the legislature adopted, provides insufficient funds to meet our kids' needs. Our state ranks 50th in how much it spends per pupil on K-12 education. Teachers, whose salaries also rank near the bottom nationally, are "fleeing in droves."

At the federal level, things are also in flux. Congress has been engaged in a heated debate about what should be included in a bill reauthorizing the Elementary and Secondary Education Act ("ESEA"). This is a major statute that essentially provides the whole structure under which public schools operate across the country. The House and Senate have each passed a version of the bill, and toward the end of the year they will attempt to craft a compromise that will pass both chambers and be signed by the President.

Our agenda for 2015-2016

Given the uncertainty surrounding education policy at all levels, we have decided that in the next legislative session, we will not pursue any dyslexia-specific legislation. Instead, we will lend our support (in a non-partisan manner) to legislative efforts that in our best judgment, after consulting with other public education advocates, would result in increased funding for Arizona public schools. We hope you will continue to be involved and lend your voice to this important cause. Look for email "action alerts" and updates on Facebook and Twitter.

Of course we also will continue our efforts to support the dyslexia community in other ways by holding parent meetings and discussion groups and providing whatever information, support and resources we can. If and when we perceive greater clarity and an appropriate opening, we will return to exploring potential public policy solutions to our students' challenges.

Decoding Dyslexia Arizona remains an organic, grassroots group of volunteers, and we welcome your ideas, suggestions, input and energy.

Onward!

Meriah Houser
Jenifer Kasten

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Why my daughter hated Dr. Seuss (and I'm grateful)

2/28/2015

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On March 2, 2015, parents, children, educators, and schools around the country will be celebrating the tremendous contributions of Dr. Seuss as they participate in events related to "Read Across America Day." I'll be celebrating, too. I love Dr. Seuss, and I love to read. My daughter? Not so much.

Her big brother was an early and prolific reader who lovingly passed down his collection of Dr. Seuss books once he got too cool for them. But when she was in preschool, she didn't seem to like the books very much. As a matter of fact, this is a little hard to admit, but she hated them. She'd take her little hands and try to turn the pages before I could finish reading them so we could just be done, and sometimes she'd just bat the whole book out of my hands altogether and insist we do something else. "One fish, two fish, red fish blue ---" and we were finished.

But I loved the books, dang it! Plus we owned almost every single one, and they made me happy, because I remembered reading them when I was little myself, and I had such fond memories of reading them to my son. So I wasn't going to give up. I tried to make it fun. "Hop on...Hey, what rhymes with 'hop'?" I'd ask her. She'd look at me like I was from Mars. "Um...Jump?" No, I'd correct her. RHYMES. Not "what's the same thing as hop," but what word SOUNDS like "hop"? Sounds like...You know what I mean? Like, take "HOP," but say it without the "H" sound... put another letter there, like "M". Get it? As I began to get exasperated, she looked at me with hurt in her eyes, like she wanted to cry.

That's when I began to realize something wasn't right. Because it wasn't just the rhyming thing. She also could not sing the ABC song. My other kid could do that before he was 3, and she was going on 5. The clincher was when I noticed she couldn't remember the name of the letter "M," the first letter in her name, which she'd been practicing writing every day in preschool for almost 2 years. This is a kid who, up until this point, regularly did things that prompted several friends and family members to whisper, "Wow, she's really smart." It was terribly confusing. So I did what I usually do when I become anxious: I turned to Google. "Trouble rhyming," I typed.

The first thing that came up was the website for the Yale Center for Dyslexia and Creativity. There was a section about the warning signs for dyslexia in preschoolers. It said that trouble learning common nursery rhymes, such as “Jack and Jill,” and difficulty recognizing rhyming patterns like "cat, bat, rat," are big red flags. My heart dropped into my chest, and the next day I decided to raise the issue with her preschool teacher who confessed that she'd started to become concerned as well. And that's how it all began. A private evaluation revealed that "M" had dyslexia, and we set down the path of finding the specific type of reading instruction she needed.

So I would like to say "thank you" to Dr. Seuss. Thank you for those wonderful books that turned my son and me into first-time readers. But most of all, thank you for all the wonderful rhymes that were completely lost on my daughter. Because of them, she's a reader now.

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A Dad's Perspective

2/14/2015

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This post comes courtesy of Paul Godwin, one of the administrators for the Facebook group Homeschooling Dyslexic Kids, where the piece was originally posted.

I have been contemplating writing a post for the Dads for quite some time. This will be a long post, but please take the time to read it. I wanted to give my perspective as a Dad who probably did everything wrong before we found out our child was dyslexic. Academics came very easily to me. I did not have a lot of patience with my son when it came to his struggles. I did not understand what the problem was and I thought it was just a lack of effort on his part. As men we are taught that, although not everything may come easily, if you just work hard enough you can accomplish a set goal. I could not fathom why it took my son so long to accomplish basic tasks such as reading a single word on a flash card. I had ZERO patience. Once he finally started getting the flashcards down, we moved on to sentences with the words from the flash cards. This was a disaster. He could not read anything. I was livid. I would berate him for what I deemed was a lack of effort. I did not get my “Compassionate and Understanding Dad” merit badge. There were other things that drove me crazy. He had great difficulty in doing things that I thought should have come easily. Tying shoes, riding a bike, and other fine motor skill functions did not come naturally. I remember becoming so frustrated when trying to teach him how to ride his bike that i picked up the bike and threw it into an empty lot in our neighborhood.

My son had originally been diagnosed PDD-NOS, pervasive developmental disorder not otherwise specified. At that point this was considered part of the autism spectrum which basically meant “we know there is something wrong but we are not quite sure what”. My son did not fit into the a typical autistic category, but there were definitely some issues. My wife started doing some research about his behavior. The more she read, the more she became convinced he was dyslexic. Once we had him tested we found that he had moderate to severe dyslexia. I still did not fully grasp all that this entailed. I obviously felt like a complete and utter jerk for how I treated my son concerning reading and his academics. I still look back and think how much differently I should have done things. That being said, I did not buy into how dyslexia could affect the other areas of his life. What did a reading disorder have to do with tying your shoes?

The reality is that dyslexia affects almost every aspect of a child’s life. Motor skills, memorization, math, remembering sequential steps(both in academics and in daily tasks), and organization skills are all impacted by dyslexia.

As men, we are wired to fix things, no matter what it may be. My best advice to you dads is that you can’t fix your child because your child is not broken. They are different. They think different, act different, and react different, but they are definitely not broken. Don’t try to fix them, try to understand them. Be patient. Do research, this is not just your wife’s job. The better you understand why they are the way the are, the better you can help.

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Jenifer Kasten
Parent of child with dyslexia
DDAZ Leader of Advocacy and Public Policy

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